PEER TUTORING AND COMMUNITY SERVICE LINKED TO CURRICULUM PROMOTES ACADEMIC SUCCESS AND LEADERSHIP SKILLS

Peer tutoring is available on most college campuses as a compensated service through centers for learning or academic success. Student organizations provide community service opportunities. This study examines a unique model student service organization: the Student Nurse Ambassador Program (SNAP) that combines peer tutoring (Academic Ambassadors) and community service (Community Ambassadors) as a strategy for academic success and leadership skill acquisition.

Since learning is more than an intellectual process, student nurses need a multifaceted plan to promote success. Ambassadors provide services while attending a rigorous, 15-month Accelerated Baccalaureate Degree of Nursing (ABSN) program with average enrollment of 120 students per semester. The accelerated nursing programs are normally not conducive to participation in student organizations because of the limited time frame and intensity of study; however, about 35-40 students volunteer and remain actively engaged in SNAP each semester. This is partially due to selecting activities that complement the curriculum. The Center for Academic Success oversees the SNAP program collaborating with faculty to enhance skills learned in the classroom and clinical sites.

Students who apply and are selected to be ambassadors must maintain GPA requirements (Academic = 3.5 and Community = 3.25) throughout each semester. Ambassadors are required to complete at least 10 hours of service per semester and must continually log their hours electronically. Student input determines some activities which are selected to enhance and support the curriculum and ABSN program goals. Tutoring is scheduled to coincide with class schedules and course syllabi. The ambassadors meet once per month to discuss tutoring and community experiences as well as learn the four components of emotional intelligence: self-awareness, self- management, social awareness and relationship management. Incentives to participate include certificates, leadership ceremony, convocation and attendance at conferences. They also receive recommendation letters highlighting their service.

In a recent semester, 31 student ambassadors volunteered for over 350 hours of community service and 300 hours of peer tutoring. Peer tutors are trained to facilitate learning and provide mentoring to students in need. Community ambassadors are trained to coordinate and provide services at community health fairs and other venues. Activities are selected that correlate to classroom and clinical instruction. Some ambassador activities have been adopted by faculty for clinical sites. Faculty also use Ambassador peer tutors for classroom learning. Most ambassadors exceed the minimum hourly requirements and report satisfaction after attendance at events. Some alumni have reported that being an ambassador was a positive influence in obtaining a job. Therefore, student organizations that promote volunteer service closely linked to the curriculum benefit students and faculty. Increased participation and leadership skills further academic goals.